12th National Convention on Statistics (NCS) EDSA Shangri-La Hotel, Mandaluyong City

October 1-2, 2013

"REALIZING GOOD GOVERNANCE THROUGH GOOD EDUCATION" (GLOCALIZING AND ATTAINING MDG NUMBER 2 IN VALENZUELA CITY)

by

Sherwin T. Gatchalian For additional information, please contact:

Author’s name

Cong. Sherwin T. Gatchalian

Designation Representative, District 1 Representative, Valenzuela City Affiliation House of Representative Address Valenzuela City Tel. no. 939-73-27 E-mail congwin@valenzuela.gov.ph

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"REALIZING GOOD GOVERNANCE THROUGH GOOD EDUCATION" (GLOCALIZING AND ATTAINING MDG NUMBER 2 IN VALENZUELA CITY)

by

Sherwin T. Gatchalian1,

ABSTRACT

This paper investigates the development of Valenzuela City in terms of its realization of good governance through good education under the administration of its former Mayor Sherwin Gatchalian (2004-2013). The paper uses a descriptive-analytic discussion of strategies and best practices of Valenzuela City in glocalizing and attaining the Millennium Development Goal (MDG) # 2, Achieve Universal Primary Education.

Data from Department of Education— Valenzuela City and CBMS (2012) were reviewed and scrutinized through intensive content analysis. Moreover, this paper describes the success path of Valenzuela City in implementing programs such as the WIN Ang Edukasyon Program, the citywide feeding program in partnership with Ateneo de Manila University and the like.

The achievements in restructuring the education system during Mayor WIN’s

administration notwithstanding, the paper also tackles existing gaps and challenges that remain unresolved and need further improvements as suggested by the CBMS data.

THE PROBLEM AND ITS BACKGROUND

When Mayor WIN assumed office in 2004, he envisioned Valenzuela City to become a “world-class city”. One of the problems that challenged this vision is the poor structure of the city’s educational system. During that time, classrooms were crowded (the mean classroom-student ratio is 1:46 in elementary schools and 1:51 in secondary schools), the number of teachers were not enough (the mean teacher-student ratio is 1:45 in elementary schools and 1:48 in secondary schools) and the instructional materials were insufficient resulting to a dismal scholastic performance of Valenzuela City.

Driven by desire to change and re-engineer the city’s educational system, Mayor WIN conducted the first education summit in August 29, 2008 to determine the state of education in Valenzuela City. The summit was attended by elementary and secondary school teachers, heads, principals of public and private schools and key officials of the City Government of Valenzuela in cooperation with Synergia Foundation INC. spearheaded by Dr. Milwida M. Guevara.

1 Congressman Sherwin T. Gatchalian was multi-awarded Mayor of Valenzuela City from 2004-2013 and the current 1st

district representative of the City. During his term, the city garnered the following major achievements: Seal of Good

Housekeeping; one of the Champions of Health Governance in the country; Galing Pook Awards 2012; Top Ten

Outstanding Local Governance Programs-3S in Public Service Program; Most Business Friendly Local Government Unit

Award - Highly Urbanized City Category for 2012; Local Government Unit Luminary for 2011, Meralco Luminaries Award,

and Number 1 for NCR, National Achievement Test (NAT) for Elementary. He is a recipient of the Devex Manila 40 Under

40 International Development Leaders ; the Outstanding Young Men (TOYM) 2011 Honoree for Public Service; Doña Aurora

Aragon Quezon Awardee among others.

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During the summit, the participants identified 7 core problems that hinder the success of the educational system of Valenzuela City, here are as follows: 1. Poverty and hunger; 2. Lack of trainings/ motivations/ and incentives for teachers; 3. Lack of parents’ participation in school projects and activities; 4. Vices (internet video games, drugs, gambling); 5. Exposure of children to violence and immorality; 6. Lack of instructional materials for students particularly in Mathematics and English; and 7. Lack of support program for low performing students. INVESTMENTS AND STRATEGIES IN GLOCALIZING AND ATTAINING MDG # 2- ACHIEVE UNIVERSAL PRIMARY EDUCATION The second goal in the United Nations Millennium Development Goals is to achieve

Universal Primary Education, specifically, to “ensure that by 2015, children everywhere, boys

and girls alike will be able to complete a full course of primary schooling.”

Glocalization serves as a means of combining the idea of globalization with that of local

considerations (Wellman 2002).2 So glocalization in a nutshell is adapting or adjusting global

standards into a local setting. In glocalizing MDG# 2 in Valenzuela City, Mayor WIN invested a

lot in restructuring the educational system of Valenzuela City and adopting global standards of

education.

He considers quality education as his centerpiece advocacy and several projects have

been implemented towards this end. To rescind all the problems identified in the education

summit, WIN ANG EDUKASYON PROGRAM was formulated and implemented. The main

objective of the program is to oversee the development and improvement of the educational

system through the conceptualization and implementation of various project and programs of

the City of Valenzuela for the education sector.

For instance, more than 700 classrooms have been built since 2004 and almost

one million notebooks, lesson planners and other teaching and learning materials were

distributed. The following are some of the specific strategies implemented by the city

government in order to achieve universal primary education by 2015:

Appropriate use of the Special Education Funds (SEF)

The City Government of Valenzuela is an important partner of the national government in the provision of basic education. The national government has been strategizing to increase the share of LGUs in providing critical resources for basic education and to capitalize on the domestic advantage of their having firsthand knowledge of the needs of their localities and the appropriate use of their Special Education Fund (SEF). Based on the available information, more than P330 million has been allocated for special education program for the year 2013.

2 Barry Wellman, “Little Boxes, Glocalization, and Networked Individualism.” Pp. 11-25 in Digital Cities II, edited by Makoto

Tanabe, Peter van den Besselaar, and Toru Ishida. Berlin: Springer-Verlag, 2002.

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Within the period of 2005 to 2013, the City Government of Valenzuela constructed 731 classrooms. The local chief executive sits as the chairman of the Local School Boards (LSBs) by virtue of the Local Government Code (Section 98). The LSBs’ primary task is the appropriation of SEF sourced from one percent of the real property tax collected by local governments, with the aim of improving access to and the quality of education in public schools. The SEF is used for: (a) construction, repair and maintenance of school buildings and other facilities of public elementary and secondary schools in Valenzuela; (b) establishment and maintenance of extension classes where necessary; and (c) sports activities in the national, regional, division and district levels. The following programs and projects were supported by the local government unit (LGU) for CY 2012:

a. School Building Program. This involves the construction of new buildings and repair and maintenance of school building and other facilities. From 2005-2013, a total of 731 classrooms were built for elementary and secondary schools in Valenzuela City.

b. Hiring of Extension Teachers. A total of 300 extension teachers were hired annually and with P85, 534,368 allotted for this.

c. Hiring of Computer Aides (IT). A total of 21 Computer Aides (IT Technician) were deployed in all secondary schools in the city.

d. Training Programs. These involve various programs and a total of P3 million was allocated for these programs. The trainings covered were :

ACED- Ateneo Center for Educational Development

Ateneo De Manila University – Summer Training Program for Principals Mastering Leadership and Financial Skills

Ateneo De Manila University – Training Program of Secondary School Teachers in Math, Science and English

Ateneo De Manila University – 2011 TEMASEK Foundation Policy Governance with Capacity Building Programme for the Philippines Leaders and Educators

SPECIAL EDUCATIONFUND

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Ateneo De Manila University – Enrichment Program for Public Elementary Teachers

SEAMEO INNOTECH – Instructional & Curricular Excellence in Leadership and Management for Southeast Asia Course

MTG (Mathematics Teachers Guild)

e. Youth Development Program. This covers Girl Scouting Program and Boy Scouting Program and was allotted a budget of P1 million.

f. Skills Competition for Technology and Livelihood Education Program. This is a yearly skills competition on livelihood skills like dressmaking, preparation of fruit shake, electric cord making, plant propagation, table setting, etc. A total budget of P200, 000 was allotted for this program.

g. Journalism Program. This is a yearly writing competition for the budding journalist on newswriting, editorial cartooning, copyreading and headline writing and photojournalism. A total budget of P500, 000 was allotted for this.

h. Science Competition (TUKLAS). This is a yearly science competition on preparation of Science Investigative Projects, Science Instructional Materials, On-the-Spot Poster Making Contests and Science Quiz Bee. It also includes a Robotics Contest in the secondary level. A total of P200, 000 was allotted for this.

i. Sports and Cultural Development Program. This includes division, regional and national meets; dance workshops; sports clinic; music and arts seminar-workshop; and Kundiman.

WINLab for the Public Schools

This involved the establishment of computer laboratories in eligible public schools in Valenzuela City. In line with the vision “21st Century Education for all Filipinos, Anytime, Anywhere” of the Department of Education, the Division of City Schools in Valenzuela City is fully committed to realizing the said vision and slowly cascading down its advocacy of an ICT-enabled education system. The vision aims to transform the students into dynamic life-long learners, values -centered, productive and responsible citizens.

Seventeen (17) of the city’s public high schools were given a complete package of

computer laboratory furnished with computers since SY 2006-2007, this includes broadband internet connectivity, printers, LC projectors and air-conditioning units. With this complete ICT equipment, opportunity arises for the students to use the said facility for trainings, research and project matters from 7am until 6pm, saving their money in renting computers per hour in an internet café.

During the first phase of the project which covered SY 2006-2007, whereby computers,

printers and air conditioning units were provided, 7 high schools benefited. Meanwhile a total of 10 high schools computer benefited during the second phase of the project (SY 2009-2010) when LCD projectors and DSL internet connections were provided in addition to computers, printers and air conditioning units.

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In order to ensure sustainability, 18 highly-skilled computer technicians were also deployed during the SY 2009-2010 for the 17 high school computer laboratories and Division Office. They were dedicated to maintain, troubleshoot, sustain technical needs of the computers as well as assist the ICT teachers in conducting ICT integration in the teaching-learning process.

This computer infrastructure was also complemented with a comprehensive

curriculum design, technology integration in the teaching-learning process, teacher and student development through provisions of Basic and Advanced Computer Literacy Training. Given the benefits, this project is again proposed to be included in the priority projects of the city.

2007 2012

Total Number of Computer Units Distributed among

Schools

70

1,426

Development and Distribution of Instructional Materials (Worktexts for English and Mathematics) to Students in Primary Education

The development of instructional materials, particularly the worktexts, was conceptualized in response to the city government’s pursuit to improve the performance rating of elementary pupils in the National Achievement Test. The development and distribution of instructional materials for students in primary education was one of the strategies implemented by the city government in order to address the problem. In particular, worktexts on English and Mathematics were developed and distributed to students in all public elementary schools in the city.

A worktext is a book that contains both “text” (the explanations) and the “work”

(the problems) which means that the textbook and the problems are in the same book. In other words, this type of material contains instructions and practice which is considered to be very useful for students. The process of developing the instructional materials took more than a year to complete, including the drafting, revising, editing and publishing the final version of the worktexts.

For this project, education supervisors, school heads and teachers from Valenzuela City

schools were tapped to develop the instructional materials. This strategy dramatically reduced the cost of developing the worktexts which also enabled the city government of Valenzuela to distribute a significant number of worktexts which eventually benefitted many students in their public schools. In developing the instructional materials, the authors took into consideration the local context making it more appropriate for students living in Valenzuela City.

The first batch of worktexts was distributed to Grade 1 and Grade 2 students in

public schools during the school year 2008-2009. During that period, a total of 48,244 worktexts were distributed consisting of 25,263 for Grade 1 English and Mathematics and 22,981 for Grade 2 English and Mathematics. The total number of worktexts distributed in the school years that followed significantly increased, reaching a total of 582,772.

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Regulation of Computer Shops and Internet Cafés One of the problems identified during the education summit in 2008 is that most of the elementary and secondary students in Valenzuela City get easily addicted to online role-playing games like DOTA (Defense of the Ancients), Counter-Strikes and the like with easy access to them through these establishments. Hence, to address the problem of gaming addiction and truancy, the City Council passed the Ordinance No. 13 Series of 2011 or “An Ordinance Regulating the Establishment and Operation of Internet Cafes, Computer Rental Shops/ Computer Gaming Shops in the City of Valenzuela and Providing Penalties for Violation Thereof.” Conduct intensive Feeding Program to Public Schools with High Incident of Malnutrition among Students Valenzuela City’s K to 6 Feeding Program, a project done in cooperation with Ateneo Center for Educational Development, benefited 6,000 undernourished children from kinder to grade six from all the public schools in the entire city. The school children in the program are given nutritious meals during school days. Hunger and malnutrition destroys their readiness to learn and attain good and quality education. The program also includes procurement of vitamins, supplements, medicines and weighing scales.

This project resulted to a decrease in the number of seasonal absentees. POSITIVE RESULTS AND IMPACT Improvement in Pupil-Teacher Ratio and Pupil-Classroom Ratio in Public Elementary and Secondary Schools The 731 classrooms established during Mayor WIN’s administration significantly improved the classroom-student ratio and the recruitment of new teachers in the city has significantly stepped up the teacher-student ratio. It can be observed in table 1.1 that classroom-student ratio in public elementary schools improved from 1:46 to 1:42 and the same with the teacher-student ratio from 1:45 to 1:43. Table 1.2 reveals that there is significant improvement in classroom-student ratio and teacher-student ratio among public secondary schools (from 1:51 to 1:44 and from 1:48 to 1:36 respectively).

School Year Total English and Math Worktext that were Distributed

2008-2009 48,244

2009-2010 133,784

2010-2011 131,894

2011-2012 132,640

2012-2013 136,210

TOTAL 582,772

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Table 1.1 Public Elementary Schools

School Year 2004-2005 2011-2012

Pupil Teacher Ratio 1:45 1:43

Pupil Classroom Ratio 1:46 1:42

Table 1.2 Public Secondary Schools

School Year 2004-2005 2011-2012

Pupil Teacher Ratio 1:48 1:36

Pupil Classroom Ratio 1:51 1:44

Good Performance in National Achievement Test

The National Achievement Test (NAT) is designed to determine the students’ academic

strengths and weaknesses though the five key-major subjects: Mathematics, Science,

English, Filipino, HeKaSi (Heograpiya, Kasaysayan at Sibika) in elementary and Araling

Panlipunan in high school.

Ratings obtained from NAT also serve as a tool to measure the school’s competency

and effectiveness as well as the students’ aptitude and mastery towards the basic learning

areas. This examination is usually taken every near-end of the school year towards the first

week of March.

For the school year 2011-2012, the Division of City Schools of Valenzuela had thirty-nine

(39) public elementary schools, eighteen (18) public high schools and fifty-one (51) private

schools that took the National Achievement Test. Mayor WIN’s efforts in achieving good

education contributed to the improvement of the student’s performance. For his past three terms

which espouse good governance in education, Valenzuela has been one of the top divisions in

the National Capital Region in its academic achievement measured through the National

Achievement Test (NAT). But this feat is still far from the target proficiency level. Much is still to

be done by the Division of City Schools of Valenzuela in collaboration with the city

government.

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TABLE 2 National Achievement Test- Mean Performance Score of

Public Elementary Schools in Valenzuela From School Year 2004-2012

Subject

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

Total Mean

(8 School Years)

Mathematics 70.51 55.46 61.65 61.89 69.28 69.63 79.03 61.02 66.06

English 68.86 55.32 59.95 59.32 62.27 70.59 71.49 60.54 63.54

Science 63.74 49.44 52.79 55.15 61.31 65.91 71.82 60.90 60.13

Filipino 72.20 64.37 70.48 76.10 73.42 77.66 82.15 66.76 72.89

HeKaSi 68.85 62.58 63.14 66.49 70.54 75.33 80.07 60.93 68.49

Total 68.83 57.46 61.60 63.77 67.37 71.82 76.91 61.87 66.22

Table 2 shows the Mean Performance Score (MPS) of National Achievement Test (NAT) among Public Elementary Students

in Valenzuela City from School Years 2004-2005 to 2011-2012. It can be observed in the table that the total Mean Performance Score (MPS) of public Elementary Schools from 8 school years is 66.22. The students excelled in Filipino subject from which they garnered a total mean of 72.89, followed by HeKaSi (Heograpiya, Kasaysayan at Sibika) with a total mean of 68.49. In the area of Mathematics, the students got a mean score of 66.06 and obtained a mean of 63.54 in English. Meanwhile, the Total Mean Performance Score of Public Elementary Students in area of Science is 61.50, the lowest score obtained; hence, the students’ performance in this subject needs to be improved.

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A B The 2 graphs both depict positive linear direction. Although in graph A, the Mean Performance Score (MPS) declined for the school year 2011-2012, the over-all performance in National Achievement Test (NAT) among public elementary schools is directional for 8 school years and the same with public secondary schools.

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Statistical Comparison between the Mean Performance Score (MPS) in National Achievement Test (NAT) of Public and Private Elementary Schools

Table 3

School Year Public Elementary Schools Mean

Performance Score

Private Elementary Schools Mean

Performance Score

Standard Deviation

Obtained Z-Score

Critical Value at 0.05 level

or 5% Margin of Error

Result Null Hypothesis

2009-2010

71.82 (N=9,668)

52.56 (N=1,907)

14.88

52.767

+ 1.96

Very

Significant

Rejected

2010-2011

75.97

(N=9,947)

52.28

(N=1,898)

16.70

57.922

+ 1.96

Very

Significant

Rejected

2011-2012

61.87

(N= 10,245)

51.25

(N= 1,943)

17.52

24.760

+ 1.96

Very

Significant

Rejected

*Null Hypothesis: There is no significant difference between the Mean Performance Score of public and private elementary schools

Table 3 describes the significant difference between the Mean Performance Score (MPS) in National Achievement Test (NAT) between Public and Private Elementary Schools using z-score test. In school years 2009-2010, 2010-2011 and 2011-2012, the computed Mean Performance Scores (MPS) in public elementary schools are 71.82 (2009-2010), 75.97 (2010-2011) and 61.87 (2011-2012) which are much higher than the MPS of private elementary schools with 52.56 (2009-2010), 52.28 (2010-2011) and 51.25 (2011-2012) and standard deviation of 14.88 (2009-2010), 16.70 (2010-2011) and 17.52 (2011-2012).

Using the z-test, the obtained z-score values at 5% level of significance is 52.767 in 2009-2010, 57.922 in 2010-2011 and 24.760 in 2011-2012 which are greater than the tabular z value of + 1.96, so we have enough evidence to reject the null hypothesis. Therefore, over-all in three school years, we have sufficient statistical evidence to conclude that there is a significant difference between the Mean Performance Score (MPS) of public and private elementary schools. In Valenzuela City, public elementary students have better performance than private elementary students in National Achievement test (NAT). Unlike in Makati City, private schools have significant contribution to the success of Mean Performance Score in NAT. In Valenzuela City, private schools pulled down the total Mean Performance Score of Public Schools. Thus, it is recommended that the Division City Schools of Valenzuela should also focus on working with private schools on a possible enhancement program.

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Table 4 Comparative Analysis on Mean Performance Score (MPS) of Division City Schools of Valenzuela VS

other Division Cities in NCR (Grade 6- Elementary)

Source: DepEd, Valenzuela City

Table 4 reveals that the Division of City Schools of Valenzuela has a mean rank of 4.125 for the 8 consecutive years of School Years 2004-2005 to 2011-2012. For the said perios, Valenzuela City ranked 2nd for the total mean rank next to Makati City.

CITY MEAN PERFORMANCE 2011-2012

MEAN RANK 2004-2012

FINAL RANKING

MPS Rank

Makati 65.54 1 3.25 1

Valenzuela 59.13 8 4.125 2

Parañaque 54.26 2 5.375 3

Muntinlupa 64.17 3 6.623 4

Malabon 60.81 4 6.875 5

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Educational Performance Indicators are Improving

It is clear in both graphs that the educational performance indicators in public elementary and secondary schools are improving from school year 2005-2006 to 2011-2012.

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Early Childhood Care Development This involves strengthening the formal system of preschool delivery through a curriculum focused on the overall development of the areas of physical, personal-social, affective, cognitive and creative-aesthetic. As of 2012, the city has a total of 77 day care centers from 50 centers in 2005. For the school year 2010-2011, the city recorded a total of 8,065 enrollees in day care centers. Alternative Learning System

This involves transformation of non-formal and informal interventions into an alternative learning system (ALS) to yield more Education for All (EFA) benefits. This education program focuses on out-of-school youths (OSY) and adults (15 years old and above) who have not completed basic education , so that they can attain competencies as defined by functional literacy and gain rudimentary education skills relevant to their day-to-day activities.

An existing accreditation and equivalency (A&E) program serves as a bridge

between the two subsystems for non-formal education completers/ passers who wish to enter or re-enter the formal system. The same assessment, accreditation and equivalency system also exists in tertiary education to certify skills acquired outside the formal system (e.g., technical vocational training and actual work).The certification and accreditation may be used for employment purposes or towards acquiring a degree.

Number of DAYCARES for year 2005-2012

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VALENZUELA’S STATE IN ATTAINING MDG #2

The CBMS Survey conducted in 2012 in Valenzuela City revealed that about 19.4 percent of its population are children aged 6-15 years old. The target is to ensure that all these children will be able to complete a full course of primary schooling. About 19.3 percent of the population is aged 15-24 years old and the target is to achieve 100 percent literacy among these individuals by 2015.

Based on the CBMS data, about 85.2 percent of children aged 6-11 years old

were enrolled in elementary education while only 67.7 percent of children 12-15 years old were in high school (Table 5). These indicators attempt to measure the education system’s coverage and efficiency but it does not capture the problem completely. In fact, some children fall outside the official school age due to late or early entry instead of grade repetition.

These indicators provide an estimate of the proportion of school-aged children who

are not enrolled in elementary level or high school level, whichever is appropriate for their age. Although the ratio is less than 100 percent, the difference does not necessarily indicate the proportion of students who are not enrolled since some of them might be enrolled at other levels of education. Moreover, among children 6-15 years old, about 93.1 percent were enrolled in school.

Table 5 Summary of MDG 2 Indicators, City of Valenzuela, 2012

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In terms of literacy, about 97.8 percent of the population aged 15-24 years old

are literate. A literate person is one who can both read and write with understanding a

short simple statement on everyday life. Literacy rate reflects the outcomes of primary

education over the previous 10 years or so.

As a measure of effectiveness of the primary education system, it is often seen as a

proxy measure of social progress and economic achievement. This indicator is not a measure

of the quality and adequacy of the literacy level needed for individuals to function in a

society. Reasons for failing to achieve the literacy standard may include low quality of schooling,

difficulties in attending school or dropping out before reaching grade 5. Results from the CBMS

Survey in 2012 revealed that literacy among men and women are almost equal with women

exhibiting only a slightly higher literacy rate. When comparing the results by sex, data showed

girls have higher estimates than boys for each of the specific indicators mentioned above.

EDUCATIONAL CHALLENGES AND GAPS BASED ON CBMS 2012

Given this, the concerns on education are not necessarily related to the absence of schools.

In fact, despite the presence of many schools in some barangays, the estimated proportion of

children aged 6-15 years old enrolled in school is still low. Furthermore, about 13.1 percent of 6-

15 year-olds not in school are aged 6 years old. These children may just be delayed in starting

school. Also, a campaign or information drive may be necessary to encourage parents to send

their 6-year old children to school. A further analysis of tthe data shows that most of the children

6-15 years old who are not enrolled in school belong to households in the lower income quintiles

(i.e., 64.2% belong to the first and second income quintiles). In fact, the proportion of children

who are not studying decreases as one move from a lower income quintile to a higher income

quintile.

Indicators Valenzuela City NCR City Performance Relative to NCR

Proportion of Children aged 6-11 years old

enrolled in elementary education 1/

85.2 90.1

(2010)

Proportion of Children aged 12-15 years old enrolled in high school

1/

67.7 77.8

(2010)

Proportion of Children aged 6-15 years old enrolled in school 2/

93.1 96.6

(2011)

Literacy rate of 15-24 year-olds 3/ 97.8

99.3 (2008)

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SUMMARY, CONCLUSION AND RECOMMENDATION

Glocalizing and attaining MDG #2- Achieve Universal Primary Education means

adapting global educational standards into a local setting like Valenzuela City. To realize this

goal, the City Government of Valenzuela headed by Mayor WIN Gatchalian, has

relentlessly endeavored to provide the students of the City with the necessary

environment that will nurture and develop them holistically, so that they will become

productive, competent, civic-minded, goal oriented, spiritually-inspired and globally

competitive citizens in the future.

His previous administration laid the foundation for achieving that kind of environment.

Continuing to enrich and implement programs such as infusing information and communication

technology in the delivery of instructions, providing computer laboratories in all public

secondary schools (WINLab Computer Laboratory Projects); distributing Work Text in

Mathematics and English for all elementary students (WIN Ang Edukasyon Program);

constructing additional 731 classrooms from 2005-2013; working for the modernization of

instructional and structural facilities; and hiring 320 Local School Board Teachers and 50 Non-

Teaching Personnel in 2011.

Enhancing the capability of teachers by continuous professional and developmental

training, strengthening the formal system of preschool delivery through Early Childhood

Care Development programs, and establishing more day care centers in different barangays

was also in the agenda, as is transforming non-formal and informal interventions into an

alternative learning system (ALS) through the construction of ALS center, and many more.

The City was able to undertake all these gradually through its’ leader’s vision of a

disciplined, well-informed, technology-oriented youth populace, this is the driving spirit for the

city to fulfill its goal of good education. Mayor WIN’s efforts to achieve good education

contributed to the improvement in the student performance. During his three-term mayoralty,

Valenzuela has been one of the top Divisions in the National Capital Region in its scholastic

aptitude measured through the National Achievement Test.

Students from the City won in different academic and curricular contests at regional,

national and international level. The telltale signs of good education in the city formulated by

Mayor WIN are evident everywhere, making it undeniable that Valenzuela has become a vibrant

and vivacious city, and a place of good governance and good education.

In terms of Mean Performance Score (MPS) of Division City Schools of Valenzuela in National Achievement Test (NAT), the data were compared from year to year and yielded the following findings:

a. The Division of City Schools of Valenzuela has a mean rank of 4.125 for 8 consecutive years from School Year 2004-2005 to 2011-2012.

b. From 8 Consecutive School Years, Valenzuela City ranked 2nd for the total mean rank next to Makati City.

c. Valenzuela City slid into rank 1st in School Year 2010-2011, rank 2nd in SY 2004-2005, rank 3rd in School Years 2005-2006 and 2009-2010

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d. The division obtained its highest Mean Performance Score in School Year 2010-2011 (MPS of 71.93) and its lowest in School Year 2005-2006 (MPS of 57.44)

Based on the aforementioned findings, the following conclusions are drawn: a. The Division’s achievement in the National Achievement Test is always quite high for

the Regional Mean Performance Score. b. The Division’s performance in the National Achievement Test is much better than the

other 14 school divisions in National Capital Region. c. The obtained result of Z-test has shown significant difference between the Mean

Performance Score of Public Schools versus Private Schools. d. The Division National Achievement Test performance has improved when ranking is

employed. Based on the aforementioned conclusions, the following recommendations are given:

a. The public elementary schools should exert all their efforts to improve the division ranking in NCR for the next succeeding years.

b. Diagnostic test in held in July and practice tests conducted in February which utilize the NCR Mock Test materials should be administered to Grade VI pupils to increase the gains made in the succeeding school years.

c. Based on the annual NAT result, Valenzuela City should also focus in improving students’ performance in Science. It is recommended that the city should create an additional worktext in this subject and formulate more programs that will enhance the scientific ability of the students.

d. Division, District Supervisors and Elementary School Heads are urged to closely monitor the pupil achievement, the technical assistance and the instructional support provided to teachers and to pupils are at a desirable to achieve better National Achievement Test Performance.

e. It is recommended that the Division City Schools of Valenzuela should focus their enhancement program not only in Public Schools but also in Private Schools.